What is an Individualized Education Plan?

An individualized education plan, also known as IEP, is a description of the special education and/or services that are needed by a student. This includes:

  • Any modified learning expectations that are different from the ones outlined in the curriculum for each grade and subject
  • Any accommodations and special education services needed for a student to achieve their learning expectations
  • A statement of how a child’s progress will be reviewed
  • For students over 14, a plan for transition to post-secondary school activities will be included. The transition plan is designed to assist with transitioning to work, further education, and community living.

The benefits of the IEP include support resources, small class placements, gifted programs, and more.

When is it used?

IEPs are implemented for students who access support regularly for modifications, specific accommodations, and alternative programs for their physical, emotional, and academic needs.

An IEP must be completed within 30 school days after a student is placed in a special education program. Parents and guardians play a large role in the development of IEPs as they’re familiar with their child’s needs. Parents and guardians should provide information about the child’s strengths and their individualized needs.

For more information on the process of developing an IEP, click here.

Roles & Responsibilities (Durham Region)

School Principal:

  • Responsible for the development, implementation, and review of the IEP and the transition plan
  • Ensures that parent(s) or guardian(s) are consulted and collaborated with during the development of their child’s IEP
  • Provides parent(s) or guardian(s) a copy of the IEP
  • Ensures that the program described by the IEP is delivered


  • Works with special education staff and guardian(s) to develop the IEP where appropriate
  • Collaborates with other school board staff to review and update the IEP

Special Education Teacher:

  • Monitors the student’s progress in relation to the IEP and makes modifications to the program if necessary


  • Participates in developing the IEP

For more details about the Individualized Education Plan in Durham Region, read: http://www.ddsb.ca/Programs/SpecialEducation/Documents/Spec_Ed_Report.pdf


The Identification, Placement and Review Committee (IPRC) is one of Durham District School board’s legal committee. The committee assesses your child’s strengths and needs, and then decides whether or not your child ought to be identified as exceptional. If your child is identified as exceptional, the committee moves on to choose one of the following five placements for your child:

  • A regular class with indirect support
  • A regular class with resource assistance
  • A regular class with withdrawal assistance
  • A special education class with partial integration
  • A special education class full time

If you agree with the IPRC’s decision and placement, then you have a maximum of 30 working days to sign the form.

If you disagree with the form, you can, within 15 calendar days of receiving the decision, ask for another meeting to evaluate the IPRC’s decision. The principal is obligated to hold the meeting as soon as possible.

After the meeting, the chair of the IPRC will notify you if there are any changes to the IPRC’s initial decision. If you still disagree after the second meeting, you can appeal the decision in writing to Durham Region’s Director of Education.

Click here for the parent and guardian guide to the IPRC’s entire process.

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